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The approach emphasizes understanding word meanings, building connections to background knowledge, and using Tier 2 words to improve comprehension of content-area texts. It includes scaffolded questioning, cross-curricular read-aloud contexts, and varied encounters across whole-group and small-group settings, designed to engage diverse learners including English learners and at-risk students.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-solutions-brochure-grades-k6-tier-2-words-in-context/421795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-solutions-brochure-grades-k6-tier-2-words-in-context/421795.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How are Tier 2 vocabulary words taught in these programs?","Question",{"text":113,"@type":114},"They are learned in the context of reading passages within thematic units, not taught in isolation or memorized. Students engage with a variety of words in context to build meaning and use the words in speaking and writing.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What learner groups and instructional settings are supported?",{"text":118,"@type":114},"The programs support general education students, English learners, at-risk students, and gifted/talented students. Instruction can occur in whole-group, small-group, Title I programs, and after-school or summer-school settings.",{"name":120,"@type":111,"acceptedAnswer":121},"What is the purpose of using vocabulary in written and spoken language?",{"text":122,"@type":114},"Using new vocabulary helps students demonstrate ownership of words and communicate their own ideas. It also supports comprehension by strengthening connections to background knowledge and understanding of texts.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},421795,1790813690,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":105,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","GRADES K–6  \nVOCABULARY  \nLEARNING  \n– TIER 2 W ORDS IN C ONTEXT –  \n– THEMATIC UNITS –  \n– CROSS-CURRICUL AR READING –  \n– MULTIPLE , VARIED ENC OUNTERS –  \nIg  \nZaner-Bloser’s vocabulary programs, Word Heroes (K–2) and Word Wisdom (3–6), show students that noticing and acquiring new words can be fun and rewarding. With deep understanding of word meanings, the world of reading and writing opens up.  \nPlaying with language and discovering words are enjoyable pursuits.  \nVocabulary learning doesn’t have to be dull or rote. Rather, instruction can  \nbuild an appreciation of words and engage students in unlocking their meanings.  \nComprehension relies on vocabulary and language knowledge.  \nThe more high-impact Tier 2 words students know, the better they can understand all kinds of texts—content-area textbooks, articles, biographies, stories, and poems.  \nApplying new vocabulary words builds connections with background knowledge. Using words in written and spoken language gives students a chance to exhibit true ownership of words. The goal is for students to use new words to communicate their own ideas and demonstrate what they know.  \nPROGRAMS SUPPORT…  \n MANY STUDENT GROUPS  \n• General education population  \n• English learners  \n• At-risk students  \n• Gifted and talented students  \n  IN A VARIETY OF SETTINGS  \n• Whole-group instruction  \n• Small-group instruction  \n• Title I programs  \n• After-school and summer-school programs  \nK–2  \n3–6  \nIT ALL BEGINS WITH A  \nSpark  \nQuestions to scaffold listening comprehension  \nweek 30  \nWowWords  \n111–115  \nvibrant rapid  \nconstruct  \nagile impressive  \nread aloud  \nHooray for Hummingbirds!  \nExpository Text  \nSomething that is vibrant is very bright and full of color. Something that is rapid moves very fast.  \nIf you construct something, you build it.  \nSomeone who is agile can move around easily and quickly.  \nIf something is impressive, people think it is wonderful and amazing.  \nlesson objectives  \nday1  \n• Understand and use vocabulary acquired through texts and conversations  \n• Describe connections  \nbetween events, ideas,  \nday2  \n• Ask and answer questions about key details and vocabulary  \n• Explain the author’s purpose  \n• Act out word meanings  \nconcepts, or steps  \nrealoud POtosWupERpoUrtPvotcruealardy-aaucy pauffoldscingombprierehat esionach prompt  \neaofthmtheeeumandrsperamSareopinbingoureleowsbithday, rdAblhsmueumlie,vrgmeicralaeeinmThngb,osteiryeirdellsvvoleribwoo,ywrananklr, speehupnnypeclNeesorth Hummingbirds are the smallest birds in the waoprldenn. Oy! ne kind weighs only about as much as  \nSupport english Learners  \nStrategy: Use Gestures  \nTo help children understand the concept of humming, humpa“rtHaopfpyaBfiamrthildiaray. uneThe, nsuchaase children practice humming.  \nWveharyttihaveny aneharnedbrighat,bocuot hummingbirdlorful featherss)so far? (They are actHuaulmmingly makebiards beathummitheir wng sounindgs so rapidly they  \nflhdThy uovangeeprhandr sa hvdtauaninmioybngflacebiykprinwladgarcecaickandthevesen.fAoaiflhrwryumaTouprdsmesidinItcaegcpdbaneowirdafronlcasom!n  \nwensidirfldei?iinngckdblydoirds) Wwn,aket arckwaearingoffoouear, as?ytsa(byhypincinggbe,irds  \nday3  \n• Identify real-life connections between words and their use  \n• Use appropriate facts and relevant details to describe stories or experiences  \n• Retell important events and key details in logical order  \nday4  \n• Describe how reasons support an author’s specific points ina text  \n• Determine the meaning of compound words  \n• Use new vocabulary in  \nday5  \n• Demonstrate understanding of word relationships and nuances in word meanings  \n• Use conventions of language in speaking and writing  \n• Add details to writing  \nspeaking and writing  \n176 Week 30 Week 30 177  \nIn Word Heroes and Word Wisdom, words are learned in the context of reading passages in thematic units.  \nThey are not taught in isolation, nor memorized. Instead, students engage with a rich selection of words in context and make conn","cbCaiqzrKoS4Exgq","https://ap.wps.com/l/cbCaiqzrKoS4Exgq","pdf",36088588,"English","# Programs Support Many Student Groups\n## In a Variety of Settings\n# It All Begins With a Spark\n## Lesson Objectives\n# High-Interest, Cross-Curricular Texts\n## Read-aloud From Unit With Science Theme","[{\"question\":\"How are Tier 2 vocabulary words taught in these programs?\",\"answer\":\"They are learned in the context of reading passages within thematic units, not taught in isolation or memorized. Students engage with a variety of words in context to build meaning and use the words in speaking and writing.\"},{\"question\":\"What learner groups and instructional settings are supported?\",\"answer\":\"The programs support general education students, English learners, at-risk students, and gifted/talented students. Instruction can occur in whole-group, small-group, Title I programs, and after-school or summer-school settings.\"},{\"question\":\"What is the purpose of using vocabulary in written and spoken language?\",\"answer\":\"Using new vocabulary helps students demonstrate ownership of words and communicate their own ideas. It also supports comprehension by strengthening connections to background knowledge and understanding of texts.\"}]","Vocabulary Solutions Brochure - Grades K–6 - Tier 2 Words in Context | PDF",1790625609]